cathy jenner [email protected] connectscounseling.com
TRANSCRIPT
Introductions
Pre Survey
Big Idea Learning Objectives
Understanding the need for UDL.
Why learn a new teaching paradigm like UDL?
Basics of UDL. What is UDL and how does it work?
Understanding the “typical learner”. How does knowing how learners learn impact how teachers teach?
How do we apply what we know?
Why?
Take a moment to write down some of the challenging behaviors or problems that students bring to the classroom or to your environment.
Who are our students?
28% of first-time, FT, associate degree-seeking CC students graduate with a certificate /associate degree within 3 years
Only 52% of first-time full-time college students in public CCs return for their 2nd year
Center for Community College Student Engagement , 2010
"Universal design seeks to encourage attractive, marketable products that are more usable by everyone. It is design for the built environment and consumer products for a very broad definition of user."- Ron Mace
1941-1998 Ron Mace, founder and program director of The
Center for Universal Design, N.C.
UNIVERSAL DESIGN
1. Equitable in use 2. Flexibility in use 3. Simple and intuitive 4. Perceptible
information 5. Tolerance for error 6. Low physical effort 7. Right size and space
for approach and use
1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.
“A computer on every desk in every home”
Computers: the
ultimate in
universal design?
Activity
Universally designed
Questions to Ponder:
How are you impacted by learner variability?
Does variability make your job more complex or more fulfilling?
Variability Matters Video, Dr. Todd Rose of CAST
UDL/ UID Principles
Accessible Consistent Flexible Explicit Supportive Minimizing
Physical Effort Effective
Learning Spacehttp://www.uoguelph.ca/tss/projects/uid/index.html
Multiple means of: Representation
EngagementExpression
How do we do it?
Do your students recognize and understand?
Abbreviations Acronyms Mathematical
symbols What else??
Multiple Means of…
Representation
Multiple means of …Expression
Multiple ways of finding out what students know:
Tests
Projects
Demonstrations
Multiple Means of… Engagement
MotivationMeaning
Appropriate level(s) of challenge
Assistance to become more independent
Representation
Expression Engagement
Flashcards:A way to represent connection of words and meanings
Flashcards: maybe enjoyablefor some Students, can be physical
Flashcards: Students can use them to self quiz and show what they know
Think of a strategy
that you use.
How does it offer
“multiple means”?
BRAIN NETWORKS
Affective Network: Why?
Strategic Network: How?
Recognition Network: What?
RecognitionStrategicAffective
Activity: Suppose you gave this picture to your students and asked them to write a paragraph on their opinion of it. How do the networks come in to play? What if a student had a deficit in one of the networks?
Think about your main form of
teaching or presenting
information.
Which networks are called on most?
What might go wrong for students
who have barriers in some of the
networks?
UDL Users Group Video
Low Tech Strategies
BINGO (video)
Guided Notes
Organizing Skills
Cornell Notetaking
High Tech Strategies
Interactive Whiteboard
Document Camera
http://4teachers.org:
http://www.teachingwithtech.net/
http://www.cmu.edu/teaching/technology/
http://larryferlazzo.edublogs.org/about/my-best-of-series/
Activity: Take the Pre-
TestIs the following website
ACCESSIBLE?
Accessibility
Not too “busy” websites Material that can be read
by screen readers Able to move in the
classroom to hear and see
13 point font minimum
Consistent and Straightforward
Structure class for no surprises
Differentiate between Required and Optional in lectures, assignments, etc.
Materials organized in a way that make them easy to navigate
Is it CONSISTENT?An instructor uses a rubric that has very similar structure for all assignments.
Is it FLEXIBLE?
“Students must purchase the following 3 texts books, current edition. All readings will be from these 3 texts.”
Flexible
Providing choice in materials, assignments
Resources that can be accessed in class, at home, at Library
Variety of strategies for teaching
Is it EXPLICIT?
The instructor goes over the syllabus at the beginning of class and then reviews it again about a week later.
Explicit and Readily Perceived
Rules clearly explained more than once
Help students with “College Knowledge”
Face class and make eye contact
Use a microphone
Is it SUPPORTIVE?
“You will be graded on two papers. One paper is due at midterm and one paper is due at the end of the class.”
Does it MINIMIZE PHYSICAL EFFORT?
“Assignments MUST be handwritten in black ink.”
Does the Learning Space Work?
Activity: Quick Learning Assessment
Name 3 of the 7 principles
Making it Explicit:
Half the Info Strategy
Why does it work?
Activity: Share the Challenges You Noted Earlier. How can UDL help?
1. Effective Learning Space (physical or online)
2. Accessible3. Flexible4. Consistent5. Explicit6. Supportive7. Minimize unnecessary physical
effort
Traditional Model of Student Services Resources
Classroom
Individual Counseling
Accommodation for Few
UDL Service Delivery Design
Services in the Classroom
Individualized Intervention
Accommodation
Student Satisfaction
2006-07 survey of students in UDL classrooms -98% reported that UDL positively affected their ability to learn.
Data from Renton Technical College UDL Project: http://webs.rtc.edu/ii/UDL%20Project.htm
Renton Tech College UDL Project. Goal to increase number of disabled students
identified
050100150
200250300
350
2000-012003-042005-062006-07
Disabledstudentsregistered
From Washington State Board data
http://webs.rtc.edu/ii/UDL%20Project.htm
Find Lots of Information!
www.CAST.org
www.UDLcenter.org
www.access-ed.r2d2.uwm.edu/Learn_UDE/
http://webs.rtc.edu/ii/dsdp.html
http://www.tacomacc.edu/cms/One.aspx?portalId=43428&pageId=66310
Videos on UDL http://www.youtube.com/user/Se
attleCentralSCCC -created by a Washington State UDL users group
http://www.youtube.com/watch?v=7SG1IwzHhiU-- shows how a college uses assistive technology to improve learning
http://www.washington.edu/doit/Video/index.php?vid=13 By DO-IT program of UW, Equal Access through UDL
Big Idea Question
How does knowing how learners learn impact how teachers teach?
The Novice Learner
How we learn
1. Encoding
2. Storage
3. Retrieval
1. Encoding
Getting it in -attention-attaching -repeating
1. Repetition
2. Rehearsal
Two main ways to encode into longer term memory:
Brain Rules on Repetition
Dr. John Medina, Director of Seattle Pacific University’s Brain Center for Applied Learning Research
• Within 30 seconds
• Again 1-3 hours
• Again 24 hours
• Repeat over and over!
Repetition alone is very difficult!
Or… Why Flashcards Fail:
Memorizing/Repetition StrategiesThe BIG THREE
Elaboration (keywords, pictures)
Example: Perinatology
Using Stories
Mnemonics
2. Rehearsal (attaching in multiple ways) promotes deeper learning but not
necessarily memorization
Take a minute to think of a lesson that
requires both memorizing
(repetition) and deeper
understanding (rehearsal). Are you
teaching students to use both kinds
of strategies? If not, what can you
change?
ACTIVITY
Teach how encoding works and encourage practice
Pay attention to brain networks Recognition, Strategic and Affective
Use multiple means ofRepresentation, Engagement and Expression
Improving students’ ENCODING
2. Storage
Ability to manipulate information in your
brain
Improving Storage : Teach students that Practicing or Repeating is necessary for continued Storage.
3. Retrieval
Retrieval + Expression demonstrate learning
Self-Testing enhances long term memory more than
studying
Teach students that they have to practice retrieval, using how
they will be assessed!
Multi tasking vs. Attention
Divided Alternating
Discovery is like crack for our brains !
Or …the Pros and Cons
of Project Based
Learning and
Flipped Classrooms
Prime Time-Down Time
Reference David Sousa
Deg
ree
of R
eten
tion
Prime-time-2
Down-time
Prime-time-1
0 10 20 30 40 Time in Minutes